The Similarities And Differences Of The Audio-Lingual Method

Two different experimental apes named Washoe and Koko showed an amazing ability to learn and communicate with ASL. Not only that, they were able to form their own combinations for communicating. This shows a great deal of intelligence.So what does this have to do with human psycholinguistics? psycholinguistics is the study of how we learn and understand language. When we study apes and the way they learn, we may be looking into the dim corridors of our own past. This can give a great deal of insight into the way that we learn and understand all forms of communication. If you understand the base of something, you have a better chance to grasp the entire meaning and concept of it. The Washoe project began in 1967 at the University of Nevada in Reno. There had been experiments with chimpanzees and communication before. These attempts were aimed at teaching the chimps to speak a language. However, they soon realized that the chimps did not have the physical ability to form a spoken

1. Drill and practice will be used to meet Objective 3 after providing direct instruction on how to complete short sentences using the 10 word cards. Through drill and practice the students are able to improve their speed and accuracy in recognizing the sight words. This type of practice allows the student to practice words and use them correctly in a sentence form. The educator is able to provide individual feedback on the specified learning objective.

Both of these activities would aid in fluency of high frequency words and assist with

The teacher provides assistance when necessary. Roehrig, Pressley, and Sloup also outline these important components of the lesson and add that the teacher should note what the student does well and where improvements can be made. The teacher should encourage the student to sound things out, speak slowly so that he or she can hear all of the letters in a word, and assist the student when he or she is struggling (Roehrig, Pressley, & Sloup).

• Auditory learners should be encouraged to ask multiple questions and go over the drills steps

In this report I will talk about four different ways of communicating, the four different communication styles are written communication, non verbal, verbal and computerized. Communication is something that everyone does without even thinking. Communication is giving information either verbally or written and the person receiving and obtaining the information. This process is an ongoing process such as one person may say something and in turn you may say something. Now you both have gain new information. This can happen in the simplest conversations such as ‘How

Students have enough opportunities to practice the target language, in pairs, individually and as a whole class. They practice the language in speaking and written form.

This artifact represents eleven methods helpful for developing student’s oral language skills. Components essential for developing language and literacy include practice speaking and writing formally, as well as reading and listening. Communication has five areas to oral language development including; vocabulary, syntax (grammar), morphological skills (meaning of words forms and parts), pragmatics (the social rules of communication), and phonological skills (rhymes and syllables). In this artifact I provide strategies for developing these skills emphasizing the need for students to talk more than the teacher, regardless of their skill level. Practice need not always be structured around a curriculum goal such as chemistry, it can be an activity that encourages an ELL student to tell about their favorite food, or their family, or a special tradition they have at home. Developing oral language is about having student practice. Having student’s write down their stories can help develop their literacy.

Teachers modify their lesson plans to help their students reach mastery. Overall, it appears that teachers are successful when they understand their students and are able to incorporate elements of specialized needs into the lesson and to think about potential student misunderstandings before they occur. All information for this analysis is taken from case number 0001 under the ENL category. The video takes place in a 7th grade English as a Second Language (ESL) class. It is evident that the teacher understands the needs of each of her students and incorporated this knowledge into the lesson to ensure differentiation. Specifically, the teacher adjusts instruction to help meet the needs of the students by asking each individual to read from a worksheet so she is able to facilitate learning within a social setting. The teacher engaged the usually quiet children by asking probing questions which in turn enriched their problem solving skills. In addition, she helped each student correct their pronunciation in such a way that they would not feel embarrassed or attacked because she was aware of their reservations about reading out loud. Unbeknownst to the class, the teacher took the children’s cultural needs into consideration as well. In the overview of the video the teacher noted

The first three stations are designed to work on specific grammar and vocabulary skills and the fourth station targets narrative skills. The fifth station helps children reinforce the language skills they are currently learning. In the Skill Drill Station, the SLP will teach the target skill using a lesson plan and then the child will practice those skills using skill drill practice pages and ten talk aloud cards. In the Listen and Learn Station, a child will listen to an auditory bombardment of the target skill using a CD player and headphones while reviewing the skill drill practice pages. The Talk Aloud Station consists of the child participating in a pair share activity with a partner in which they will each practice their target skills in connected speech. In the Story Station, the SLP will tell the students a story and guide them through story grammar components. The stations are rotated amongst a group of children in a 30-minute session 2-3 times a week. I believe that the homework connection station provides the child with the opportunity to practice the language skills at home; therefore, generalization may

This means that they need to have to know effective ways to teach it and how to use the various types, which will be talked about in this paper.

Secondly, the audience can play games to improve their memories of the new language. When the audience give a

One of the four subfields of anthropology that we studied throughout this course, Linguistic anthropology, studies the human communication process. Moving to a new, foreign country,

For example, playing an inside version of hopscotch with the spelling words. However, before we begin the lesson or circle time, I will have them do simple exercises, dances, and stretches. This will help improve my students’ gross motor skills. To help the English Language Learners in my class, I explain the movements or dances moves in English and Spanish. In addition, I will use visual cards or small clips on the promethean board that further demonstrate the movements. If my students and I dance, I will make sure to play an equal amount of music in English, Spanish, and any other language my students

The goal of this method is to help the students to be able to communicate in the target language. In order to achieve this purpose, the Audio-Lingual Method contains the following characteristics. Firstly, contextualized dialogs are utilized to present new vocabulary and structures in class. Secondly, the conversations are learned through drills which are considered as an integral part of the Audio-Lingual Method. In my own teaching, backward build-up drill, repetition drill and substitution drill contribute importantly the success of students’ learning. Next, grammar rules are induced from examples. By this approach, students personalize and use the grammatical points naturally like the way they acquire the native language. Based on above features, it is believed that the Audio-Lingual Method has a part in the communicative development of students in the target language.